International and Comparative Education Commons^™

Extending The Global Impact Of Dnp Education: Integrating Scholarly Dissemination And International Practice Projects, Cynthia Plonien, Pricilla Muisyo, Deborah Behan, Kristine Cope, Cathy Brown

Nursing Faculty Publications & Presentations

The Doctor of Nursing Practice (DNP) Program at the University of Texas at Arlington initiated a global outreach effort in 2024 through two complementary strategies: expansion of a digital repository to support dissemination of DNP scholarly work and implementation of pilot DNP projects in Kenya. Together, these initiatives represent an integrated model for global engagement that combines knowledge dissemination with application of practice-based scholarship. The repository has facilitated international access to DNP projects, demonstrating significant global reach across multiple countries. Concurrently, a pilot project in Kenya was established through a strategic in-country professional partnership, enabling culturally relevant and sustainable implementation …

Examining The Use Of Digital Journal Entries In A Special Education Course To Build Understanding Of Global Competence, Lema Kabashi, Leslie Rogers

Journal of Global Awareness

Teacher education programs increasingly emphasize the development of global competence (GC), particularly within experience-based learning contexts such as study abroad. This mixed-methods study examined teacher candidates’ (TCs) development of GC during a four-week study abroad experience by analyzing evidence from digital reflective journal entries and changes in self-reported perceptions across three time points. Data were collected from teacher candidates across two four-week summer sessions using digital journals and a Global Competence Self-Evaluation Survey. Qualitative content analysis was employed to identify the frequency with which three global competency areas were evidenced in the journal entries, while quantitative analyses examined changes in …

Notes From The Editor, Jay Nathan

Journal of Global Awareness

No abstract provided.

Academic Freedom And International Education: Critical Perspectives For Practitioners, Samantha K. Nissen

Critical Internationalization Studies Review

No abstract provided.

Effects Of An International Teaching Experience On Pre-Service Teacher Self-Efficacy, Janet George, Jared Johnston

International Christian Community of Teacher Educators Journal

This study investigated the effect of faculty mentoring on the self-efficacy beliefs of pre-service teacher (PST) candidates. Between 2023 and 2024, eight PSTs took part in a two-week international teaching experience. The overall experience was built on Bandura’s sources of self-efficacy (1997). For the study, we used Tschannen-Moran and Woolfolk-Hoy’s Teacher Sense of Self-Efficacy Scale (1998) to measure the PSTs’ sense of self-efficacy before and after the experience. We utilized a convergent mixed-methods research design to gain a comprehensive understanding of the effect of faculty mentoring upon the PSTs’ sense of self-efficacy. The results of our study showed that faculty …

An Equity-Based And Culturally Responsive Bill Of Rights For Early Childhood Students Of Color With Exceptionalities, Evette Simmons-Reed, Michelle Frazier Trotman Scott, Gloria Tardash, Mildred Boveda, Donna Y. Ford

Perspectives on Early Childhood Psychology and Education

The COVID-19 pandemic exacerbated existing disparities in early intervention (EI) and early childhood special education (ECSE) services for culturally and linguistically diverse (CLD) disabled children, exposing critical gaps in access, services and support. systemic inconsistencies in implementation, training, and funding, remain barriers limit opportunities for CLD students to benefit, despite the aims of the Individuals with Disabilities Improvement Act (IDEA). To address these inequities, this manuscript proposes an expanded and updated Culturally Responsive Equity-Based Bill of Rights for EI and ECSE. Building upon Ford and colleagues' (2018) work, this revised document extends protections to children aged zero to five, emphasizing …

Guest Editor's Introduction: Methodological Innovations For Advancing Early Childhood Educational And Psychological Research, Anthony Mangino Ph.D.

Perspectives on Early Childhood Psychology and Education

The goal of this special issue is to provide you, the inquisitive reader and developmental scientist, with some of the methodological tools to aid in augmenting your analytic capacity.

Contemplative Classrooms For Ecological Wisdom: Reimagining K-12 Education In Pakistan, China, And Beyond, Maha Shoaib, Jing Lin, Yueyue Wang

Journal of Contemplative and Holistic Education

This paper explores the transformative potential of contemplative environmental education in addressing the growing disconnection between humans and the natural world, particularly within K-12 education systems shaped by anthropocentric and capitalist paradigms. Modern schooling often frames nature as an object of study, rather than a sacred, living presence, contributing to ecological alienation amid intensifying environmental crises. We propose a radical shift toward contemplative, holistic education that draws on spiritual, Indigenous, and ecological knowledge systems. Grounded in Daoist philosophy, Islamic teachings on stewardship, Hindu ethics, and Indigenous worldviews, we reimagine education as a relational and sacred engagement with the Earth. We …

Reimagining Masculinities Through Australian Indigenous Pedagogies, Ben Campbell, Anna Rumjahn

Journal of Contemplative and Holistic Education

In the face of intersecting ecological crises and persistent gender inequality, this paper explores how dominant norms of masculinity—marked by control, detachment, conquest, and other ideals rooted in Western, hegemonic paradigms—contribute to environmental degradation. Drawing on ecofeminist theory, Australian Indigenous pedagogies, and contemplative education, we examine how relational, place-based approaches may offer transformative alternatives for boys in schooling contexts. Central to this inquiry is the Learning from Country framework, which positions land as teacher and emphasizes practices of deep listening, reciprocity, and ethical engagement with the more-than-human world.

We argue that this pedagogical approach challenges dominant masculinities by fostering care …

Challenging Stem Learning Spaces: The Paradigm Of Contemplative Traditions As The Bedrock Of Creativity And Healing, Raaghav Pandya, Christopher Emdin

Journal of Contemplative and Holistic Education

As the post-pandemic classroom and pedagogy evolve to remedy oppressive norms, young people’s mental health and alienation has taken front stage (Rahmani & Zitouni, 2022). Traditional STEM learning spaces often teach inquiry as a linear, non-deviated approach to problems about self and nature (Hrisa & Psillos, 2022). Furthermore, because our classrooms often strip students and educators of their inherent creative abilities through constant assessments, improvement scales, and market-driven expectations, classrooms cease to become places of healing (Pandya, 2021). Eastern wisdom traditions and their associated philosophies provide a unique pedagogical lens that emphasizes a deep inquiry into self, empathy, and creativity …

Journeys Of Two Children From West To East: Notes Of A Teacher-Parent, Katherine E. Khan Dr

Journal of Contemplative and Holistic Education

This essay, explores the transformative educational journeys of two children across five countries, viewed through the dual lens of a teacher and parent. Grounded in the principles of Contemplative Education (CE), it draws on over two decades of the author’s experience in global education, weaving personal and professional insights into a narrative that examines how context, culture, and pedagogy intersect in shaping young learners.

The journey begins in the inquiry-rich, nature-based kindergartens of Germany and the nurturing early primary years of the United Kingdom, moves through the International Baccalaureate (IB) Primary and Middle Years Programmes, and Big Picture education in …

Wisdom And Contemplative Effort In Ikeda Daisaku's Philosophy Of Human Education, Jason Goulah, Riya Kartha

Journal of Contemplative and Holistic Education

This article introduces and examines Japanese philosopher Ikeda Daisaku's (1928–2023) perspectives on wisdom and contemplative effort, what Ikeda calls “human revolution,” at the heart of his practice of “human education.” Using bilingual and critical discourse analyses of the Ikeda corpus, the authors summarize Ikeda’s philosophy of human education, highlighting the role of human revolution as a contemplative practice in the cultivation of wisdom. Thereafter they outline the multiple ways Ikeda articulates wisdom in his philosophy, analyzing the various Sino-Japanese character compounds used to convey the concept and the respective meaning of each. As the original language reflects a depth and …

Teachers As Wisdom Workers Of Love: A Radical Reconceptualization Of Teacher Education Centering Wholeness, Compassion, And Interbeing In A Fractured World, Yueyue Wang, Jing Lin, Maha Shoaib, Anna Lytkina

Journal of Contemplative and Holistic Education

Amid global crises and rising teacher burnout, current teacher education often prioritizes technical skills and standardized competencies while neglecting the inner life, relational presence, and spiritual vitality essential for sustaining educators. This article reconceptualizes teacher preparation by envisioning teachers as “wisdom workers of love” -- healers, guides, and community nurturers grounded in wholeness, compassion, and interbeing. Drawing from Daoism, Ubuntu, contemplative pedagogy, and Indigenous epistemologies, this study employs collaborative autoethnography as contemplative inquiry, weaving narratives from educators in China, Pakistan, Russia, and the United States. Through mutual witnessing and collective reflection, we identify five interrelated dimensions for cultivating love-based education: …

Walking Towards Wisdom And Wholeness: Contemplative Education And Punjabi Gang Narratives, Nevan S. Sidhu

Journal of Contemplative and Holistic Education

In this article, I examine how contemplative approaches to education can address the fragmenting nature of the Eurocentric British Columbia (B.C.) K-12 education system and allow for the cultivation of wise and whole human beings. More specifically, I draw upon the experiences of B.C. Punjabi male students who have been subjected to deeply harmful and oppressive gang narratives that have been left unaddressed by current educational approaches. Bringing attention to this issue can allow for alternate paradigms to flourish through contemplative approaches to education that would not only support Punjabi males but also support other marginalized students who find themselves …

Beyond Coping In High School: An Emergent Mindfulness Practice Towards Embodied Wisdom, Mel A.V. Voulgaris

Journal of Contemplative and Holistic Education

Mindfulness practice is trending in schools. Within secondary education, it is oftentimes introduced as meditation for present-moment awareness of the self to support academic concerns. However, mindfulness practice in its original conception is a holistic way of cultivating human well-being towards flourishing. It is a practice that aims for awareness to the entirety of human subjective and intersubjective experiencing as it is emerging. In doing so, mindfulness evolves from a coping tool into a rich contemplative practice. This paper will make the case that mindulness as a contemplative practice facilitates the cultivation of embodied wisdom and that such a practice …

The Wisdom-Centered Classroom: Contemplative Pathways To Healing, Interbeing, And Peace In K–12 Education, Hyeyoung Bang, Jing Lin, Heesoon Bai, Deepa Srikantaiah, Charles Scott, Denise L. Mchugh

Journal of Contemplative and Holistic Education

While contemporary educational goals often prioritize economic advancement and labor-market readiness, a profound need exists to re-center schools as environments that nurture the human spirit. Education should move beyond standardization, cultivating schools where students embrace their inherent worth, relate with empathy and kindness, and develop as compassionate citizens regardless of their background. At the Journal of Contemplative and Holistic Education (JCHE), we contend that the cultivation of wisdom must be a primary educational aim. This special issue explores contemplative K–12 pedagogies, inviting experts to examine the realities, possibilities, and systemic challenges of Contemplative Education (CE) from diverse global and Indigenous …

The Influence Of Study Abroad On Identity How Immersion In South African Culture Contributes To Identities Of American Students, Madeline Willett

Caravel Undergraduate Research Journal

With a 170% increase in study abroad by U.S. students from 2000 to 2012, it is widely recognized that study abroad not only allows students to learn a foreign language and gain international experience, but also influences compassion for difference, motivation to engage in intercultural relationships, and understanding of culturally responsible behavior. Previous research suggests that study abroad impacts students' identities on social, national, global, and personal levels. This study explored how the identities of American students were influenced by summer study abroad in South Africa. Employing qualitative research methods, including in-country, in-depth interviews and PhotoVoice, a methodology which allows …

The Experience Of South Asian International Students In Online Classes, Ashima Sitaula

All-Inclusive List of Electronic Theses and Dissertations

The COVID-19 pandemic prompted a widespread shift to online education, compelling higher education institutions to reassess their delivery methods. South Asian international students, a significant global demographic, were particularly affected. This qualitative study examines how South Asian international graduate students experience online learning at U.S. universities and the strategies they use to succeed. Guided by the Community of Inquiry (CoI) framework, the research addresses two questions: (1) What are the experiences faced by South Asian international students in online classes? and (2) What tools and strategies do they use to enhance their online learning experience? Participants were ten graduate students …

Culture Shock Among International Students In U.S. Higher Education, Pablo A. Gutierrez Cervantes

Electronic Theses, Projects, and Dissertations

International students continue to represent a vital and growing population within U.S. higher education; however, many encounter significant cultural, academic, and emotional challenges during their transition to American institutions. This qualitative thematic analysis study explored the lived experiences of international students navigating culture shock in U.S. higher education and examined how these experiences influenced their academic adjustment, social integration, and psychological well-being. Grounded in Kim’s Integrative Theory of Cross-Cultural Adaptation and Schlossberg’s Transition Theory, this study sought to understand how students made meaning of their cultural transition and what personal and institutional factors facilitated or hindered their adaptation.

Nine international …

Examining Mathematics Identity And Student Capital In The United States And Norway: Comparative Insights From First-Generation College Students In First-Year Mathematics Courses, Margaret Ann Bolick

All Dissertations

First‑generation college students (FGCSs)—students whose parents did not complete a bachelor’s degree—are underrepresented in international research on first‑year mathematics course retention and are often compared to their continuing‑generation peers in ways that reinforce deficit narratives and skew perceptions of FGCSs. This study provides a descriptive comparison between FGCSs’ mathematics identity and forms of capital across the cultural contexts of Norway and the United States through four interconnected papers that address the overarching research question: How do cultural and educational contexts in Norway and the United States influence how FGCSs conceptualize and express forms of capital and mathematics identity in first-year …

A Cross-Cultural Comparison Of Pre-Service Mathematics Teacher Preparation Approaches In Jamaica And Historical Black Colleges And Universities In The Southeast United States, Sandra Riley-Brown

Dissertations

This qualitative comparative case study embarked on an in-depth exploration and comparison of the approaches to pre-service mathematics teacher preparation programs (PMTPP) in Jamaica and Historically Black Colleges and Universities (HBCUs) in the Southeast United States (U.S.), employing a cross-cultural lens. The primary objective of the study was to identify and analyze the similarities and differences between the methodologies utilized in PMTPP across these two regions, with a specific focus on how HBCUs addressed the preparation of culturally responsive educators. The research took two distinct phases. The initial phase involved a thorough analysis of documents provided by the participants. This …

Fiesta De Día De Muertos: Integración De Artes Visuales, Artes Literarias, Artes Escénicas Y Patrimonio Cultural En Una Celebración Escolar De Nivel Primaria, Mayra Urbina, Linda Judith Palafox

The Transdisciplinary STEAM+ Journal

Esta nota de campo documenta un festival transdisciplinario de Día de Muertos organizado en el Colegio México, una escuela primaria ubicada en la colonia El Tapatío, San Pedro Tlaquepaque, Guadalajara, México. El evento integró artes visuales mediante la construcción de tumbas decorativas y el montaje de un altar, artes literarias a través de calaveritas literarias escritas por los alumnos, y artes escénicas mediante coreografías de baile y representación teatral, todo ello vinculado con contenidos de estudios sociales sobre el patrimonio cultural mexicano. Aproximadamente 30 alumnos de primero a sexto grado (edades de 6 a 12 años) participaron como intérpretes, escritores …

Considering Moderating Forces As A Critical Lens For Understanding The Internationalization Of Higher Education, Jonah M. Otto

Critical Internationalization Studies Review

No abstract provided.

Beyond Barriers: A Universal Design Guide, Sydney F. Bunk

Masters Projects

Research has shown that students with reported visual impairments are continuously underrepresented in study abroad programs, despite institutions promoting study abroad as a high-impact practice that benefits students of diverse backgrounds. Although study abroad participation has been increasing in recent years, students with disabilities, and particularly those with visual impairments, engage at disproportionately low rates. A lack of comprehensible information about program environments and available accommodations are contributing factors to this trend. This project is intended to improve the clarity of study abroad program materials through the development of a Universal Design for Study Abroad Guidebook. Guided by the principles …

Open Education On Social Entrepreneurship: A Comparative Study Between Mexico And Bolivia To Scale Up Complex Thinking, Inés Alvarez-Icaza, Benito Javier Martinez-Briones, Liz Katherine Marco-Torrez, Evelyn Rondon-Jara

Higher Learning Research Communications

Objectives: This study examined the effectiveness of an open digital educational platform for developing complex thinking competencies through social entrepreneurship education among higher education students in Mexico and Bolivia. Specifically, it assessed changes in perceived systemic, scientific, critical, and innovative thinking and compared learning outcomes across both contexts.

Method: A quasi-experimental pre-post design was implemented with 601 participants (Mexico, n = 509; Bolivia, n = 92). Participants completed a validated 25-item, Likert-scale instrument assessing systemic, scientific, critical, and innovative thinking before and after engaging with the digital platform. Within- and between-group differences were analyzed using permutation-based statistical tests, complemented by …

Experiences Of Culturally Engaging Advising Among South Korean Doctoral Students: A Collaborative Autoethnography, Sarang Kim, Hanna Kim, Seyoung Hong, Eun Jung Paik

Journal of Comparative & International Higher Education

Empirical research on culturally engaging advising (CEA) for international graduate students, particularly in relation to their cultural backgrounds and identities, remains limited. This study addresses this gap by employing collaborative autoethnography and drawing on CEA and intersectionality frameworks to examine the experiences of four South Korean women doctoral students in the social sciences. Findings highlight challenges these students face due to their intersectional identities as Asian, Korean women and non-native English speakers. Findings also demonstrate ways in which CEA can be tailored to suit their needs. This study contributes to comparative and international higher education by offering insights on supporting …

Book Review Of International Faculty In East Asian Higher Education: Theory And Reality, Xixi Zhang Ph.D.

Journal of Comparative & International Higher Education

No abstract provided.

Barriers To Secure Research Funding In Japanese Universities: The Case Of Foreign Early Career Academics In Humanities And Social Sciences, Qianran Wang

Journal of Comparative & International Higher Education

Many Japanese universities are actively promoting globalization in higher education by recruiting more foreign academics. The reduction of government funding results in a need to secure external funding. Foreign early-career academics in Japan, with language and cultural barriers, are facing bigger challenges in securing external research funding. This study focuses on foreign early-career academics in the humanities and social sciences, who represent a significant proportion of foreign academics in Japanese universities. The purpose of this study is to examine their current research funding situation and difficulties they encounter, and to clarify the support they require. Findings show three key areas …

The Messy Negotiation Of Power, Context, And Self In Constructing A Global Researcher Identity, Punita Lumb

Journal of Comparative & International Higher Education

The formation of researcher identity is complex and evolves over various experiences, including international fieldwork and research. Especially important to consider is how power dynamics impact the development of researcher identity in the cases of international research between the Global North and Global South. This study uses phenomenological and decolonial approaches to analyze 23 interviews of faculty from India and the United Kingdom who have worked on UK-India research projects in the field of social sciences. Salient themes on how power and being were constructed, challenged, or negotiated by the participants include how researchers locate themselves in the paradigm of …

Voiceless Experiences: Stress And Coping Of International Students With Language Barriers, Junguen Lee, Hongryun Woo, April Nguyen, Melissa Henry

Journal of Comparative & International Higher Education

International students’ difficulties and unique needs have been increasingly explored in professional literature, reflecting the expanding number of international students enrolling in the United States’ higher education institutions. Language difficulties appear to be the most challenging issue for international students from non-English speaking countries as they become marginalized as a linguistic minority on campus. Few researchers have focused specifically on understanding international students’ experiences of being voiceless due to language barriers, nor have they postulated the nature of their adaptation process. This grounded theory study aimed to investigate international students’ stress and coping experiences with language barriers and develop a …